• Assessment can include the use of dictaphones or computers with voice synthesisers.


enlarged with bolded text.


• The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.


Recording and reporting assessment


In the Intermediate Phase, recording and reporting of learner performance should be against the four


ACHIEVEMENT LEVEL 7 6 5 4 3 2 1


Annual National Assessment


The Annual National Assessments are standardised national assessments for languages and mathematics in the Foundation Phase (Grades 1–3) and in the Intermediate Phase (Grades 4–6). The question papers and memoranda are supplied by the National Department of Basic Education and the schools conduct these tests themselves. The main purpose of the Annual National


Assessments programme is to contribute to better learning in schools. Four key areas of impact at the


school and district levels have been identified: • ANA should encourage teachers to assess learners using suitable standards and methods.


• ANA should encourage celebration of success in schools by providing a clearer picture of how


• ANA should help to ensure schools receive the support that they need by identifying areas that are challenging.


ACHIEVEMENT DESCRIPTION


Outstanding Achievement Meritorious Achievement Substantial Achievement Adequate Achievement Moderate Achievement Elementary Achievement Not Achieved


MARKS %


80–100 70–79 60–69 50–59 40–49 30–39 0–29


• ANA should encourage greater parent involvement. The ANAs help do identify areas that need attention, helping parents to guide their children at home.


The carefully planned assessment programme in this English Home Language series provides teachers with sound assessment strategies which will help to prepare learners for the ANA.


Moderation


Moderation ensures that assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation policies should be in place for quality assurance purposes.


schools perform in relation to other schools with similar socio-economic profiles.


subjects offered, namely Home Language, First Additional Language, Mathematics and Life Skills. Teachers need to assess or evaluate learner performance, record it and then report on it to all relevant stakeholders, namely learners, parents, the school and other stakeholders. All Formal Assessment Tasks must be recorded


using the national descriptions of competence and rating codes for each level of achievement. Comments should be used to describe learner performance.


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